Transforming Schools: The Power of Teachers’  Input in Professional Development

Martin, Linda E.; Kragler, Sherry; Quatroche, Diana; Bauserman, Kathryn L.

doi:10.5590/jerap.2019.09.1.13

Cited by 16 publications

(16 citation statements)

References 14 publications

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“…The teacher objectives and primary educational supports shift across each phase, with Phase 1 focused on problem solving and goal setting, Phase 2 on goal attainment and self-management, and Phase 3 on self-evaluation and decision making. The slightly decreasing trend in teacher reports of fidelity suggests that additional supports for later stages of the model may be needed in practice, perhaps through specific coaching (Snyder, Hemmeter, & Fox, 2015) or ongoing professional development activities (Martin, Kragler, Quatroche, & Bauserman, 2014). In contrast, coaches rated the implementation quality and responsiveness of students to the SDLMI as increasing slightly over time, suggesting that practice and fluency with the intervention may be important to enhance teachers’ ability to shift their instruction from teacher-directed to student-directed and promote high levels of student engagement.…”

Section: Discussionmentioning

confidence: 99%

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

Shogren

Burke

Antosh

et al. 2018

Journal of Disability Policy Studies

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The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school-, district-, and state-level supports. Recommendations for future research and policy-related implications for scaling-up efforts to promote self-determination are provided.

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Section: Discussionmentioning

confidence: 99%

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

Shogren

Burke

Antosh

et al. 2018

Journal of Disability Policy Studies

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“…For example, teachers are expected to develop both individually and professionally to meet the requirements of the current age as well as to increase the performance of their institutions (Aydın, 2011a;Omar, 2014). Over time, the professional development process can lead to the transformation of teachers' beliefs and teaching practices, which allows them to focus on changes that will ultimately increase the success of their students' (Martin et al, 2019). From this point of view, professional development can be defined in the most general terms as the development of teacher skills and efficiencies which produce important educational results for students (Hassel, 1999; as cited in Pharis et al, 2019).…”

Section: The Concept Of Professional Developmentmentioning

confidence: 99%

Professional Development Needs Analysis of School Administrators and Teachers in Turkey

Aydın¹,

Toptaş²,

Kaysılı³

et al. 2021

Kastamonu Eğitim Dergisi

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Purpose: This study aimed at determining the professional development needs of school administrators and teachers working in Mamak, Ankara and to what extent they needed these trainings were reported in this study.Design/Methodology/Approach: A two-stage path needs analysis model used for the study. First, the nominal group technique was implemented. Second, according to the results, the professional development training needs were turned into targeted surveys for each participant group. The data collected from school administrations and teachers working in Mamak. Findings:The school administrators need leadership; pre-school teachers need picture analysis; primary school teachers need creative drama; middle-school teachers need integration with the digital world; high-school teachers need first-aid; special education teachers need techniques for changing problematic behaviors, and guidance and psychological counseling teachers need solution-oriented therapy training. Highlights:The findings have revealed that while school administrators and teachers need core skills related to their fields. They mostly need contemporary training subjects so they can keep up with the times. The training which is commonly needed by the school administrators, pre-school, primary, middle, and high school teachers is first-aid training and the main reasons of this need can be examined in depth through further studies. It was shown in the results that the nominal group results and the surveys differed for all groups. In conclusion, a single needs analysis approach was insufficient for identifying professional development needs, and it is necessary to utilize one or more techniques together. Policymakers and/or practitioners may develop projects and activities, related to the priority subject areas of this study, aimed at improving schools. ÖzÇalışmanın amacı: Bu araştırmanın amacı Ankara'nın Mamak ilçesinde görev yapan okul yöneticileri ile öğretmenlerin mesleki gelişim ihtiyaçlarının belirlenmesi ve bu eğitimlere ne düzeyde ihtiyaç duyduklarının tespit edilmesidir.Materyal ve Yöntem: İki aşamalı ihtiyaç belirleme tekniğinden yararlanılmıştır. Öncelikle, nominal grup tekniği uygulanmıştır. Sonrasında, elde edilen sonuçlara uygun şekilde her bir katılımcı grubu için ayrı ayrı anketler hazırlanmıştır.Bulgular: Okul yöneticileri en fazla liderlik; okul öncesi öğretmenleri resim analizi; ilkokul öğretmenleri yaratıcı drama; ortaokul öğretmenleri dijital dünyayla entegrasyon; lise öğretmenleri ilkyardım; özel eğitim öğretmenleri problem davranış değiştirme teknikleri; rehberlik ve psikolojik danışma öğretmenleri çözüm odaklı terapi eğitimlerine ihtiyaç duymaktalardır.Önemli Vurgular: Araştırma bulgularına göre okul yönetici ve öğretmenlerinin, alanlarının gerektirdiği temel becerilere ihtiyaç duydukları görülmüştür. Buna karşın çağa ayak uydurabilmek adına, en fazla çağdaş yaklaşımlar konusunda kendilerini geliştirmeyi istemektelerdir. Okul yöneticileri, okul öncesi, ortaokul ve lise öğretmenlerinin ortak olarak ihtiyaç duydukları konu ilk...

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“…An important component of incorporating practices in the classroom is ensuring teachers have training on evidence-based practices in literacy instruction (Martin et al, 2014). Providing professional development on the use of data to inform literacy practices leads to increased student achievement (Gambrell et al, 2011).…”

Section: Overviewmentioning

confidence: 99%

“…The RTI framework is a process in which data are used to identify supports students need to be successful (Iowa Department of Education, 2011). Along with top-down reform comes the need for staff development for whole school change (Martin et al, 2014). Helping teachers to implement the RTI process is essential to ensuring students are matched to effective, evidence-based interventions (Meyer & Behar-Horenstein, 2015).…”

Section: Review Of the Literaturementioning

confidence: 99%

A Model of Professional Development on Phonics Instruction: A Case Study of One Midwestern District

Thoma

2020

Journal of Education

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This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the following research question: Do teachers’ instructional practices support the RTI framework after adopting new materials to support literacy interventions?

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Transforming Schools: The Power of Teachers’ Input in Professional Development

Cited by 16 publications

References 14 publications

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

Professional Development Needs Analysis of School Administrators and Teachers in Turkey

A Model of Professional Development on Phonics Instruction: A Case Study of One Midwestern District

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